Active Learning Strategies in the Technology-Enabled Classroom: Perspectives of Both Students and Instructors

• Published in: Journal of formative design in learning 2024-12, Vol.8 (2), p.82-98
• Main Authors: Li, Shangman, AlZoubi, Dana, Glaser, Noah, Mendoza, K. Rende, Schmidt, Matthew, Singh, Kanu Priya
• Format: Article
• Language: English
• Subjects: Active learning; Assessment; Case studies; Classroom Communication; Classroom Design; Cognitive Processes; Collaboration; College Faculty; Communication; Cooperative learning; Course Content; Creativity; Critical thinking; Education; Educational Environment; Educational Methods; Educational objectives; Educational Strategies; Educational Technology; Flipped classroom; Higher education; Influence of Technology; Inquiry method; Instructional design; Interviews; Learner Engagement; Learning and Instruction; Learning Experience; Learning Strategies; Literature Reviews; Meta Analysis; Opportunities; Outcomes of Education; Peer Teaching; Perceptions; School environment; Student attitudes; Student participation; Teaching methods; Testing and Evaluation
• ISSN: 2509-8039; 2509-8039
• DOI: 10.1007/s41686-024-00094-y

Active learning (AL) approaches have shown substantial benefits in boosting student engagement, learning achievements, and overall performance. Yet, shifting from conventional to active learning methodologies often faces resistance from students. This case study seeks to examine the use of redesigned classroom spaces, enhanced with technology, by educators to facilitate AL strategies and student reactions to these modifications. The study surveyed three distinct courses within a business school at a prominent midwestern public university. Results indicate that transforming physical learning environments to be more flexible and interactive is key in supporting the adoption of AL in university courses. Classrooms equipped with technology were found to encourage AL by enabling greater student collaboration and engagement, even though challenges related to the dependability of technology and instructors’ proficiency with these tools were noted. This study highlights the critical role that both spatial and technological aspects play in effectively incorporating AL methods into higher education. Future research should consider exploring how to overcome student resistance to AL, potentially by investigating educational change management techniques.